Risk Assessment Form: Module 1 - Sydney Uni Sport & Fitness

Risk management process and proforma
The purpose of excursion risk management is to make excursions as safe as possible. Risk
management processes are used to identify hazards, assess risks and then eliminate or
control risks associated with excursions.
The degree of planning required is influenced by the nature of the excursion, the level of risk
and the student group. For excursions that have previously been planned and conducted,
previous risk management plans may be reviewed, updated where required and reused.
To support schools, a database of venue and safety information from common excursion sites
is on the OHS webpage. These should be considered and attached to the excursion risk
management plan.
An important component of the risk management process is consultation, which should
include staff, and where appropriate external venue providers and parents.
Steps in developing the excursion risk management plan
List the activities of the excursion
List the activities of the excursion, that is, break the whole excursion into its parts e.g.
getting to and from the venue, being at the venue, each of the major activities at the
venue, having meals, staying at the accommodation etc.
Identify the hazards
Determine the hazards associated with the activities. Consider hazards associated with
travel, the venue, activities at the venue, equipment used in the activities, the
environment, people (e.g. behaviour and medical conditions), and accommodation.
Assess the level of risk
Using the risk assessment matrix, determine the seriousness of the risks associated with
the hazards by considering both the likelihood and severity of risks. This gives you a risk
ranking from 1 being the most serious to 6 being the least serious.
Eliminate or control the risks
Consider the most suitable control strategies for each of the identified hazards using the
hierarchy of controls.
Document plan
Document the excursion risk management plan.
Communicate the plan
Communicate the plan to excursion supervisors. Provide relevant information to
participants and their families.
Monitor and review
Monitor the effectiveness of controls and change if necessary. Review the risk
assessment if an incident or a significant change occurs.
An Excursion Risk Management Plan Proforma and Guidance in completing the Excursion
Risk Management Plan Proforma provide assistance on hazard identification, the risk
assessment matrix and the hierarchy of controls. This material may be used to develop and
document the risk management plan. A Sample Excursion Risk Management Plan is also
provided.
Principals should retain the documented plan as verification of the planning undertaken. The
documentation will aid communication of the plan, and can also be used in future planning of
excursions.

Checklist
Step 1
Step 2
Is a previous risk assessment for the excursion available If so, review and
update with reference to this checklist, considering such issues as changes to
the student group, individual student health care plans, the effectiveness of
the controls and previous incidents on previous excursion.
Obtain venue information
To assist in planning excursions, information is available on the OHS
webpage for frequently used venues.
If no venue and safety information is available on the database, contact the
venue. Depending on the nature of the excursion and the proposed activities,
enquire about:
o
o
o
o
o
o
o
o
o
o
o
Public liability cover
Accreditation of venue staff for the task/activity
Access and special requirements e.g. for students with special needs
If venue located in vicinity of Sydney or major CBD, be aware of possible
evacuation trials or plans (NSW State Emergency Management
Committee: www.emergency.nsw.gov.au )
Emergency procedures and relevant training of venue staff
Known hazards and controls related to proposed activities
Where a student with a severe food allergy is attending an excursion
venue where food is provided, contact the venue to enquire about their
procedures to cater for severe food allergies. Explain the nature of the
student’s anaphylactic condition, the foods that trigger anaphylaxis and
the serious consequences for the student coming into contact with that
food. Consultation with parents/carers is essential in this process.
Mobile phone and emergency services access for the excursion
Equipment available; ask venue to confirm that equipment and
machinery are maintained, repaired and in good working order with
safety features operational
Use of licensed personnel for construction, maintenance and repairs
Availability of appropriate facilities e.g. showers, refreshments, toilets.
Step 3
Step 4
Step 5
Assess venue and safety information for your student group. Note this on the
proforma and attach the venue and safety information to your risk
management plan.
In consultation with key stakeholders, analyse the excursion and list the
activities, that is, break the excursion into its parts e.g. getting to and from the
venue, being at the venue, each of the major activities at the venue, having
meals, staying at the accommodation etc.
Identify the hazards associated with the activities and the potential risks
associated with these hazards. Take account of venue and safety
information, the student group, individual student health care plans and
previous incidents on excursions. See Guidance in completing the Excursion
Risk Management Plan Proforma for categories of hazards and the Sample
Excursion Risk Management Plan for examples.
Important note about Step 5
If a student has been diagnosed with anaphylaxis, the individual health care plan must be
updated to address the student’s needs on excursions following completion of the Excursion
Risk Management Plan. Excursions may pose different hazards to the school environment
and the health care plan must be updated accordingly. Anaphylaxis is a potentially life
threatening condition. It is a severe and sudden reaction and occurs when a person is
exposed to an allergen (such as a food or insect bite). Reactions usually begin within minutes
of exposure and can progress rapidly over a period of up to two hours or more.

Step 6
Step 7
Step 8
Step 9
Assess the risks associated with the hazards using the risk assessment
matrix in the Guidance in completing the Excursion Risk Management Plan
Proforma. This gives a risk ranking and thus a priority order for managing the
hazards.
Develop appropriate strategies to eliminate or control the risks (including
action to ensure that child protection procedures are followed, health care
plans are updated for students, and that all necessary aides and equipment
are available) using the hierarchy of controls on the Guidance in completing
the Excursion Risk Management Plan Proforma.
Document the risk management plan including emergency management
procedures to deal with potential incidents. The attached proforma may be
used. See also the Sample Excursion Risk Management Plan for examples.
Communicate the plan to excursion supervisors including responsibilities for
emergency response. Provide relevant information to participants and their
families.
Step 10 Review the excursion risk management plan on completion.

Guidance in Completing the Risk Management Plan Proforma: Excursion
Hazard Identification
The following may assist with identifying hazards relating to activities at each stage of an excursion. Consider what
could go wrong, that is, the potential injuries or illnesses that could occur. Hazards are the sources of these potential
injuries or illnesses.
Travel – Consider aspects of travel that may present a hazard
such as walking to and from the train, crossing the road,
transport to the venue. If CBD location, consider travel
arrangements in the event of lockdown or evacuation.
Venue – Consider aspects of the excursion venue that may
present a hazard such as location near water, cliffs, crowds,
slippery floors. If CBD location, consider possibility of CBD
lockdown or evacuation due to evacuation trial or major
emergency
Excursion Program Activity – Consider the activities of the
excursion program that may present a hazard such as hazards
of bushwalking, collecting leaves, observing animals,
swimming, singing at an eisteddfod, climbing, eating at different
venues for students with anaphylaxis.
Equipment – Consider any equipment that may present a
hazard such as sporting equipment, high risk equipment at the
venue.
Environment – Consider aspects of the environment that may
present a hazard such as weather conditions, natural hazards
such as bushfires, floods or storms, the nature of the terrain,
plants, animals and insects.
Consider common allergens that may pose a hazard e.g. foods,
insect stings or bites, latex (e.g. balloons or swimming goggles
and caps) that may trigger allergic reactions. These must be
considered as part of the risk assessment for students with
allergic conditions (anaphylaxis).
Risk Assessment Matrix
How serious
could the injury
be
How likely is it to be that
serious
Very
Likely Likely Unlikely
Death or
permanent injury 1 1 2 3
Long term
illness or injury
1 2 3 4
Medical
attention &
several days off
2 3 4 5
First aid
needed
3 4 5 6
Severity – is how
seriously a person
could be harmed
Very
Unlikely
Likelihood – is an
estimate of how probable it
is for the hazard to cause
harm.
Legend
1 and 2 Extreme risk; deal with the hazard
immediately
3 and 4 Moderate risk; deal with the hazard as
soon possible
5 and 6 Low risk; deal with the hazard when able.
People – Consider aspects of people that may present a hazard such as poor behaviour, the nature of participants such
as maturity, age and skill, child protection issues, medical conditions or disabilities.
Accommodation – Consider aspects of accommodation that may present a hazard such as insufficient supervision,
standard of accommodation and amenities, meal menus and allergies, security and child protection issues
Other – Consider other hazards related to specific excursions such as access to first aid and mobile phone reception.
Investigate access to emergency services and equipment.
Risk Elimination or Control
Eliminate the risk. Eliminate the item or activity; e.g. do not undertake a particular high risk activity such as abseiling in
high wind; do not use high risk equipment. If elimination is not reasonably practicable, control the risk as far as practical
using the hierarchy of controls below. Select the highest possible control and/or use a combination of controls to reduce the
risk.
Substitute the hazard: Replace the activity, material, or equipment with a less hazardous one eg choose an easier
bushwalk; substitute a food known to cause severe allergic reactions (for example, peanut butter or tree nuts) with
alternative nutritious food.
Isolate the hazard: Isolate the hazard from the person at risk; isolate through distance e.g. select a lunch location well
away from the water; check if a coastal walk has fencing.
Use engineering controls: Have access to equipment to counteract the hazard; consider hiring coaches with
seatbelts and ensure these are worn if available; ensure that an appropriately trained person is with the student at all
times and has immediate access to an Epipen in the event of an emergency.
Use administrative controls: Establish procedures and safe practices e.g. supervision of students, clear rules,
instruction in safe methods, training of staff, volunteers and students in the excursion activities or in the use of
equipment and qualifications of instructors. Ensure health care plans are reviewed and updated for the excursion for
students known to have severe allergic conditions. Discuss student health needs with caterers, in consultation with
parents/carers.
Use personal protective equipment: Use appropriately designed and properly fitted equipment such as safety
goggles, hats and sunscreen and helmets, in conjunction with other control measures identified from above. Encourage
students and staff to wear appropriate footwear and protective clothing at all times; students wear medic alert bracelet
or necklace where required.

Excursion Risk Management Plan Proforma
Module: 1
Name of Module: Fitness for a healthy lifestyle
Description and location of excursion: Arena Sports Centre, Western Ave, University of Sydney, Camperdown Campus.
Activity
Hazard Identification
Type/Cause
Risk
Assessment
Elimination or Control Measures Who When
VO2 Sub Max Test
Over exert themselves
in test
Dizziness 6
Vomiting 6
Warn students of dangers
Make sure students are warmed
up
Make sure students cool down
Make students are well hydrated
Education
Instructor/
Teacher
Before/
During &
Post Testing
Not warmed up
properly
Have previous
injuries especially
to knees and
ankles
Not fully hydrated
Injure muscles
Further aggravate
injury
Dizziness 6
Vomiting 6
Dehydration 6
6
6
Check whether students have any
pre existing injuries that may
preclude them from the activity.
Get students to warm up and cool
down properly
Don’t let students who have
current injuries participate in test
Make sure that students have
water bottles with them
Make sure students are hydrated
well before test
Make sure that students warm up
and cool down properly.
Education
Instructor/
Teacher
Education
Instructor/
Teacher
On arrival
Before/
During &
Post Testing
Dizziness 6
Are in poor health/not
fully rested/medical
conditions that may be
affected by test.
Vomiting 6
Don’t let students who are in poor
health or have medical conditions that
may be affected by test participate.
Education
Instructor/
Teacher
On arrival
Dehydration 6
Blood Pressure
Test Inflate cuff above 180
Restrict blood flow
Beyond testing point
6 Instruct students clearly by giving
demonstration and monitoring them
Education
Instructor/
Teacher

(Sphygmomanometer)
Cause Dizziness 6
during activity
Before Test
Expose Stethoscope to
loud noises whilst in
ears i.e. yelling and
tapping
Ear damage 5
Instruct students clearly by giving
demonstration and monitoring them
during activity
Education
Instructor
Before Test
Sprained Ankle
6 Make sure that testing area is on
level & dry surface
Uneven ground:
Trip/Fall over
Uneven landing 5
Give clear instructions on
technique
Education
Instructor/
Teacher
Before/
During &
Post Testing
Vertical Jump Test
Knee injury 6
Make sure that there is nothing
that can be tripped over or fallen
onto
Equipment is not set up
properly
All of the above
Finger injury
6 Set equipment up correctly
6
Give clear instructions on
technique
Education
Instructor
Before Test
Flexibility Test
Not warming up
Strain hamstring/lower back
muscles
6
Give clear instructions on
technique
Make sure that students warm up
and cool down
Education
Instructor/
Teacher
Before/
During &
Post Testing
Hand & Forearm
Strength Test:
Increased blood pressure 6
Increased inter-cranial
pressure 6
Hand Dynamometer
Shoulder Arm Push
Dynamometer
Not Breathing
Incorrect technique
Inter-abdominal pressure
(dangerous for people with
previous internal
haemorrhaging)
6
Demonstrate and give clear
instructions on technique
Education
Instructor/
Teacher
Before test
Leg & Back
Dynomometer
Lower back injury
5

SPRINT TEST
Trip/Fall over
Sprained Ankle 6
Make sure that testing area is on
level & dry surface
Make sure that there is nothing
that can be tripped over or fallen
onto
Not Warming up
Have previous
injuries
especially to
Hamstrings and
calf muscles
Injure muscles 6
Further aggravate injury 6
Strain hamstring or calf
muscle
6
Give clear instructions on technique
Make sure that students warm up and
cool down
Education
Instructor/
Teacher
Before/
During &
Post Testing
Dizziness
6
Are in poor health/ Not
fully rested/ Medical
conditions that may be
affected by test
Vomiting 6
Dehydration 6
Fainting 4
Don’t let students who are in poor
health or have medical conditions that
may be affected by test participate
Education
Instructor/
Teacher
Before test
Anaerobic
Dizziness
6
Make sure students have water
bottles with them
Wingate Test
Not fully hydrated
Vomiting 6
Make sure students have had
water well before test
Education
Instructor/
Teacher
Before/
During &
Post Testing
Have not had anything
to eat within 2hours
before completing the
Test
Dehydration 6
Dizziness
Vomiting 6
Dehydration 6
6
Make sure students warm up and
cool down properly
Make sure students have water
bottles with them
Make sure students have had
water well before test
Make sure students warm up and
cool down properly
Education
Instructor/
Teacher
Before/
During &
Post Testing
Not warm up properly
Injure muscles
Further aggravate injury 6
6 Get students to warm up
Don’t let students who have
current injuries participate in test
Education
Instructor/
Teacher
Before/
During &
Post Testing

Have previous injuries
especially to knee’s &
ankles.
Injure muscles
Further aggravate injury 5
6
Get students to warm up
Don’t let students who have
current injuries participate in test
Before/
During &
Post Testing
Vomiting
6
Over exert themselves
in test
Dizziness
Fainting
6
4
Make sure students are warmed
up
Make sure students cool down
Make sure students are well
hydrated
Education
Instructor/
Teacher
Before/
During &
Post Testing
Venue and safety information reviewed and attached: Yes / No
Plan prepared by: Kate Gould Position: Education Coordinator Date: 02.06.2010
Prepared in consultation with:
Communicated to:
Monitor and Review - Monitor the effectiveness of controls and change if necessary. Review the risk assessment if an incident or a significant change occurs.